Velandia Álvarez, Lesly TatianaValero Loaiza, Érika Marcela2021-11-222021-11-222015https://repositorio.ecci.edu.co/handle/001/2129Graduates of the Program Professional in Modern Languages from the Universidad ECCI expressed a slight dissatisfaction with the changes made to the curriculum during the course of their studies; as they feel that the preparation in English was not enough appropriate to enter to labor market with competitiveness. In order to respond to their concerns it was necessary to make a critical discourse analysis of the Government of Prosperity in relation to learn English in Colombia in accordance with the National Bilingual Program and compare it to the discourse of the ECCI from documentation on file in the Coordination of Modern Languages such that the common themes could be identified to further make clear the students' opinion about it, reflected in graduation projects at the technical curricula. Furthermore the results of English component on exams Saber Pro taken by students of the program were reviewed. Thus it became clear that changes in the program in recent years comply with the guidelines established by the Government and have resulted beneficial for students, since the results in the State Exam Saber Pro show a significant improvement compared with those presented by the first groups and evidence a better preparation of future professionals.Abstract Resumen 1 Preamble 1.1 Research Problem 1.2 Justification and State of the Art 1.3 Objectives 1.3.1 General Objective 1.3.2 Specific Objectives 2 Historic and Legal Framework 2.1 From colonial times to the recognition of minorities in 1991 2.2 Colombia: Multilingual and Multicultural Nation 2.3 Adoption of English as Second Language 3 Theoretical Framework 3.1 The concept of bilingualism 3.1.1 Ethnic bilingualism 3.1.2 Bilingualism and Interculturalism 3.1.3 Acculturation and deculturation 3.2 Education Policies in Colombia 3.3 Entities in charge of public policies for education 3.4 Levels of education in Colombia 3.5 Initiatives for Learning Foreign Languages 3.5.1 Project COFE Colombian Framework for English (1991-1996) 3.5.2 Curriculum Guidelines for Foreign Languages 3.5.3 Adoption of the Common European Framework of Reference for Languages 3.5.4 Basic Standards of Competence in Foreign Languages: English 3.5.5 Project to Strengthen the Development of Competence in a Foreign Language 3.6 Bilingualism in Government Plans 3.6.1 Education Act 3.6.2 Ten-Year Plan for Education 3.6.3 Educational Revolution Program Quality Education: The Path to Success 3.6.4 National Development Plan 2006-2010 3.6.5 National Development Plan 2010-2014 3.6.6 Electoral Plan 2014-2018 4 Methodological Framework 4.1 Crytical Analysis of Discourse 4.2 Methodological Procedure 4.3 Characterization of Corpus 4.3.1 Quality Education: The Path to Success 4.3.2 Current status of the Degree in Modern Languages at the ECCI 4.3.3 The Discourse of Students 5 Analysis of the discourses 5.1 English Learning in the policy Quality Education: The Path to Success 5.1.1 Analysis of Political Discourses 5.1.2 National Program of Bilingualism in the Government of Prosperity 5.1.3 Alignment of the National Development Plan with the Ten-Year Plan for Education 5.2 Become professional in Modern Languages graduate from the ECCI 5.2.1 Modern Languages Program: Registration, Mission and Vision 5.2.2 Transformation of Modern Languages Program in 2010 5.2.3 Transformation of the Program of Modern Languages in 2015 5.2.4 Hourly Intensity by language in each curriculum 5.2.5 Skills in English as graduation requirement 5.2.6 Results in English Component in the State Exam Saber Pro 5.3 Comparison of the Discourses 5.3.1 Macro propositions related to the mission of the Program 5.3.2 Other topics 6 Conclusions 7 Recommendations 8 Bibliography Appendixes134 p.application/pdfengDerechos Reservados - Universidad ECCI, 2015Trabajo de grado - Pregradoinfo:eu-repo/semantics/openAccessBilingüismoInglésMulticulturalismoBilingualismEnglishMulticulturalismhttp://purl.org/coar/access_right/c_abf2